PENERAPAN MATEMATIKA KEUANGAN DALAM PERENCANAAN DANA PENDIDIKAN

Abstrak

This study aimed to examine the effectiveness of the Contextual Teaching and Learning (CTL) model in financial mathematics learning, particularly in planning education funds, at the senior high school level. The research employed a quasi-experimental method with a one-group pretest–posttest design. The participants were 32 tenth-grade students of a senior high school. The research instruments consisted of an achievement test and an observation sheet of students’ learning activities. The results showed an improvement in students’ learning outcomes after the implementation of the CTL model. The average pretest score of 64.38 increased to 78.91 in the posttest, while learning mastery improved from 34.38% to 81.25%. In addition, students’ learning activities reached an average score of 83.6%, categorized as active. It can be concluded that the Contextual Teaching and Learning model is effective in improving students’ learning outcomes and engagement in financial mathematics, particularly in planning education funds.